Components of School Engagement Among African American Adolescents

Şirin, Selçuk R.; Rogers-Sirin, Lauren

doi:10.1207/s1532480xads0901_2

Cited by 73 publications

(55 citation statements)

References 29 publications

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“…Prior research has linked these two variables separately to school success (Connell et al, 1995;Seidman et al, 1995). The current findings inform the growing research base by suggesting that family process variables might interact to affect school success, and that gender differences may be present in these interactions (Pittman and Chase-Lansdale, 2001;Richards et al, 2004;Sirin and Rogers-Sirin, 2005). For girls, family process elements seem to be independently important, whereas for boys, these elements appear to interact to promote protective effects.…”

Section: Discussionsupporting

confidence: 58%

“…The study also provides evidence that although family cohesion and parental monitoring are important for both boys and girls, the specific impact of these processes on school success may be gender specific. This adds new complexity to the emerging research base on gender differences in the role of family relations in predicting school success (De Bruyn et al, 2003;Sirin and Rogers-Sirin, 2005). Gender effects such as these have not been reported in prior studies, and our findings point to the importance of continued research on gender differences in key protective processes for inner-city adolescents.…”

Section: Discussionmentioning

confidence: 54%

“…Following from findings on its protective value, recent research has focused on factors that might predict school success (Sirin and Rogers-Sirin, 2005;Taylor and Lopez, 2005). Findings suggest that family process variables are related to school success from as early as kindergarten (Hill and Craft, 2003;Taylor et al, 2004).…”

Section: Introductionmentioning

confidence: 99%

“…First family routine (providing a structured and organized environment for the adolescent) has been positively linked to school engagement (Taylor et al, 2004). Second, school engagement has been positively linked to school achievement, even when controlling for gender, grade level, cognitive function, and maternal education (Fredricks et al, 2004;Sirin and Rogers-Sirin, 2005). Third, school engagement has been shown to mediate the positive relation between family process and school performance (De Bruyn et al,2003;Taylor and Lopez, 2005).…”

Section: Introductionmentioning

confidence: 99%

“…Recognizing that comparisons between girls and boys have focused on mean level scores for school success, more recent studies employing structure equation models have examined gender interactions in the multi-variate path from family process to school success (De Bruyn et al, 2003;Sirin and Rogers-Sirin, 2005). This work has yet to identify any gender interactions among non-disadvantaged African American and White adolescents.…”

Section: Introductionmentioning

confidence: 99%

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Family Functioning and School Success in At-Risk, Inner-City Adolescents

Annunziata

Hogue

Faw³

et al. 2006

J Youth Adolescence

121

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The relation between family functioning and school success was examined in 211 at risk, African American, inner city adolescents attending middle school (grades 6-8). Interviews with adolescents and caregivers yielded data on family cohesion, parental monitoring, and school engagement; school records provided data on grade point average. Results showed that both family cohesion and parental monitoring predicted school engagement, but neither family characteristic predicted GPA. Important gender differences also emerged. For boys only, the relation between family cohesion and school engagement was stronger when parental monitoring was high. For girls only, the effects of cohesion and monitoring on school engagement were additive: girls with both high family cohesion and high parental monitoring were most likely to be engaged in school. These findings extend the research base on family protective factors for antisocial behavior in young adolescents. Implications for future examination of family process characteristics in high-risk adolescents are discussed.

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Section: Discussionsupporting

confidence: 58%

Section: Discussionmentioning

confidence: 54%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Family Functioning and School Success in At-Risk, Inner-City Adolescents

Annunziata

Hogue

Faw³

et al. 2006

J Youth Adolescence

121

View full text Add to dashboard Cite

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School Counseling

Crowell¹,

and²,

Coaston³

2015

Understanding People in Context

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Associates of school absenteeism in adolescents with sickle cell disease

Schwartz

Radcliffe

Barakat

2008

Pediatric Blood & Cancer

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BackgroundDespite high rates of school absenteeism in adolescents with sickle cell disease (SCD), the issue remains understudied. Potential associates of school absenteeism in adolescents with SCD include demographic (age, income), psychosocial (IQ, self‐efficacy, competence, internalizing symptoms, negative thinking), and health‐related (hemoglobin, health‐care utilization, pain, disease knowledge).ProcedureForty participants ages 12–18 completed measures of psychosocial functioning, IQ, and pain. Medical chart reviews identified other health‐related variables. A subsample also completed an assessment of goals. Using school records, absenteeism was the percent of school days missed in the previous year. Correlations tested associates of absenteeism and linear regression tested a model of absenteeism.ResultsParticipants missed an average of 12% of the school year and more than 35% missed at least 1 month of school. Health‐related and psychosocial variables, but not demographic variables, correlated with absenteeism. Attendance at clinic appointments and parent‐reported teen pain frequency were significant associates of absenteeism in the regression model. For those who completed goal assessment, over 40% of goals identified were academically focused. Absenteeism was positively related to current academic goals and health‐related hindrance of academic goals, and negatively related to future‐oriented academic goals.ConclusionsSchool absenteeism is a significant problem for adolescents with SCD despite the presence of academic goals. Collaboration between schools, parents, patients, and providers to understand and manage the impact of SCD on school attendance is recommended. Pediatr Blood Cancer 2009;52:92–96. © 2008 Wiley‐Liss, Inc.

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Components of School Engagement Among African American Adolescents

Cited by 73 publications

References 29 publications

Family Functioning and School Success in At-Risk, Inner-City Adolescents

Family Functioning and School Success in At-Risk, Inner-City Adolescents

School Counseling

Associates of school absenteeism in adolescents with sickle cell disease

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